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Accessibility improvement of multicultural educational Web interface by using the user centred design (UCD) approach

Miah, Shah Jahan (2004) Accessibility improvement of multicultural educational Web interface by using the user centred design (UCD) approach. Journal of issues in informing science and information technology, 4. pp. 99-108. ISSN 1547-5859

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Abstract

Designing of web accessibility features need to accommodate cultural differences in the multicultural world. This paper finds the literature on how the web accessibility features of educational website can be improved for multicultural users by using the User Centred Design (UCD) approach. This paper reviews previous research on multicultural approach, accessibility functions and UCD approach. The reviews found some multicultural factors interpreted in terms of some cultural variables like Power distance, Uncertainty avoidance, Individualism, Universalism, Masculinity, Neutral Culture, Specific culture and Achievement level during the designing of multicultural web sites, and the close observation on multicultural user’s understanding is important in designing well-functioned accessibility features. This paper explores the background on the UCD approach in designing the multicultural web accessibility, beyond the access for users from different cultures. In particular, this paper intends to explain the opportunity of UCD approach in designing the multicultural accessibility features. ---Volume title: Proceedings of the 2004 Informing Science and IT Education Joint Conference' --- Conference held: Rockhampton, Queensland, 25-28 June 2004

Item Type: Article
Uncontrolled Keywords: participatory design, interfaces, human interactions, accessibility, cultural variables, culture, multicultural Websites, educational Websites, end users
Subjects: FOR Classification > 0806 Information Systems
Faculty/School/Research Centre/Department > School of Management and Information Systems
Depositing User: VUIR
Date Deposited: 05 Sep 2013 03:23
Last Modified: 05 Sep 2013 03:23
URI: http://vuir.vu.edu.au/id/eprint/22009
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